Poster #35 - Development of a Thinking Skills Progression for Students With Intellectual Disabilities and Autism Spectrum Disorder

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-3 - Differential Item Functioning and Measurement Invariance

Abstract

Thinking skills are recognized as vital components of improved academic and life outcomes for all students, including students with intellectual disabilities [ID] and autism spectrum disorder [ASD]. However, there is a dearth of resources available to teach the skills of thinking to students with disability. Therefore, this study’s purpose was to develop an assessment of thinking skills that maps to a learning progression for these students. A pool of items was developed based on reviews of academic research combined with expert judgement. Items were trialed with teachers of 615 students with ID, of whom 300 had ASD. Differential item functioning, as part of a partial credit item response model analysis, was used to validate a skills progression for these students.

Authors

• Toshiko Kamei, The University of Melbourne

• Masa Pavlovic, The University of Melbourne